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i
ii
DECLARATION
This Task Force report is our original and copyright work by the Taita Taveta County Education
Task Force mandated by His Excellency the Governor Engineer John Mtuta Mruttu, Governor of
Taita Taveta County.
iii
DEDICATION
Dedicated to the His Excellency the Governor Engineer John Mtuta Mruttu, Governor of Taita
Taveta County
iv
ACKNOWLEDGEMENTS
We acknowledge His Excellency the Governor Engineer John Mtuta Mruttu, Governor of Taita
Taveta County, The CEC Education Taita Taveta county Madam Jemimah Tuja, all the
education fraternity and stake holders of Taita Taveta County. Many thanks and God bless.
v
TABLE OF CONTENTS
TITLE PAGE………………………………………………………………………….i
DECLARATION………………………………………………………………………ii
DEDICATION…………………………..……………………………………………..iii
ACKNOWLEDGEMENTS…………………………………………………………….iv
TABLE OF CONTENTS…………….…………………………………………………. v
LIST OF TABLES………………………………………………………………………..ix
LIST OF FIGURES………………………………………………………………………..x
ACRONYMS AND ABBREVIATIONS………………….………………………………xi
vi
CHAPTER ONE: INTRODUCTION.........................................................................................1
1.1 Background to the Problem………………………………………………………….….....1
1.2 Statement of the Problem…………………………………………………..…………....…9
1.3 Purpose of the Study………………………………………………………………..….…..9
1.4 Objectives of the study…………………………………….…………….….....................10
1.5 Research Questions………………………………………………………….………...….10
1.6 Significance of the Study……………………………………………………....……........10
1.7 Assumptions of the Study………………………………………………………….…......11
1.8 Limitations of the Study……………………….………………........................................11
1.9 Delimitations and the Scope of the Study………………..……………………………....12
1.10 Theoretical Framework……....……………………………………………………............12
1.11 Conceptual Framework…………………….…………………………………..................13
CHAPTER TWO: LITERATURE REVIEW……………………..…………..........................15
2.1 Introduction…………………………………………………………………..…….……...15
2.2 Factors responsible for the County’s declined performance in KCSE ...............................16
2.3 Measures that are in place to arrest this trend within certain set timelines………………15
CHAPTER THREE: METHODOLOGY…………………………………………………......17
3.1 Introduction……………………………………………………………………….…........17
3.2 Research Design………………………………………………………….........................17
3.3 Locale…………………………………………….…...……………………………..........17
vii
3.4 Target Population .………………………………….…………………….........................18
3.5 Sample design..............................…………………………………………………….......18
3.6 Research Instruments……………....…………………...………...…………………........20
3.6.1 Interview Schedule.…………………….........................…………………….......20
3.7 Piloting ...........…………………….……….……….…….................................................21
3.8 Reliability of Research Instruments....…………………………..…………….……..…..21
3.9 Validity of Research Instruments.......................................................................................21
3.10 Data Collection Procedures………...……………………………………………..….…..22
3.11 Data Analysis Plan..............................................................................................................22
CHAPTER FOUR: PRESENTATION OF FINDINGS AND DISCUSSION.......................23
4.1 Head teachers’ responses.......................................................................................................23
4.2 Deputy Head teachers’ responses.............................................................................................38
4.3 Pupils’ responses……….........................................................................................................51
viii
CHAPTER FIVE: RECOMMENDATIONS.............................................................................65
5.1 Short term recommendations…................................................................................................65
5.2 Recommendations per every questionnaire……......................................................................65
5.2.1 Recommendations for head teachers….……………………………………………………65
5.2.1 Recommendations for deputy head teachers….……………………………………………66
5.2.3 Recommendations for pupils’ questionnaire.........................................................................67
5.3 Recommendations for Further Research..........................................................................67
References....................................................................................................................................68
ix
LIST OF TABLES
Table 1.1: Five Year Average KCPE performances in Taita Taveta County (2008-2012)………5
Table1.2: Five Top Schools in the county.....................................................................................6
Table 1.3.Five bottom schools in the county..................................................................................7
Tables on Head teachers’ responses.............................................................................................23
Tables on Deputy Head teachers’ response..................................................................................38
Tables on Pupils’ responses………............................................................................................51
x
LIST OF FIGURES
Figure 1 Conceptual framework...................................................................................................13
Figures on head teachers’ responses..............................................................................................23
Figures on deputy Head teachers’ response...................................................................................38
Figures on Pupils’ responses………..............................................................................................51
xi
ACRONYMS
AIDS - Acquired Immune Deficiency Syndrom
ASAL - Arid and Semi Arid Lands
DEB - District Education Board
FPE - Free Primary Education
GSCR - Gender Equity in School Completion Rates
HIV - Human Immunodeficiency Virus
KNEC - Kenya National Examination Council
KESSP - Kenya Education Sector Support Programmes
KWS - Kenya Wildlife Society
MoE - Ministry of Education
NPEP - National Poverty Eradication Plan
PTR - Pupil Teacher Ratio
SAGAs - Semi Autonomous Government Agencies
TSC - Teachers Service Commission
UNICEF - United Nations International Children Education Fund
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ABBREVIATIONS
K.C.P.E - Kenya Certificate of Primary Education
Taita Taveta Primary school Taskforce Committee
1. Hon. Jemimah K. Tuja HSC CEC member –Education Taita Taveta County
2 Mr. Jonathan M Nyamai B.Ed Science KU CDE Taita Taveta
3 Mrs Victoria M. Muoka M.Ed Curriculum studies UON-CD TM.
4. Mr. Sammy Ng’ang’a M.Ed - Educational Planning -Kenyatta University CQASO –
Taita/Taveta County
5 Mr. James Mwasambo – Former KNUT Executive Secretary -Chairman –Primary Task Force
6. Mrs. Anastacia Lunda secretarty – Headteacher Primary Task Force
7. Mrs. Grace Kiseu M.Ed, Kenyatta University- Educational Management, Policy and
Curriculum Studies- Educationist /Researcher/ PhD continuing student & Secondary School
Head of department
8. Ms Maghema SNE national Headteachers association-teacher Nguraru Primary
9. Mr. Kitheka Jumanne –Kesha chairman Taveta Subcounty Principal Timbila High School
10. Mrs. Eileen Baraza – Vice Chair KEPSHA Taita Taveta county/ headteacher Msisinenyi
Primary
11. Mr. Hafidh SUPKEM representatitve
12. Mr. Kodawa Nashera – Retired Educationist
14. Mr. Jonathan Manyindo – Journalist – Nation News Papers
15. Mr. David Kiema– DQASO Voi
17. Ven. Japhet Kidoghosi –Archdeacon – ACK Mwatate Parish- Sponsor
18. Mr. Samwel Nyantika – DEO Taita Subcounty
20. Mr. Duncan Kiwinga –Retired Secondary school teacher
21. Mr. Mwakisha Daniel Makoko- Principal Mwangea Secondary KESHA Chairman Taita
Taveta County
22. Ms Rozalia Mkanjala- Teacher/ Secretary KNUT Taita Taveta County Branch/NEC Member
24 Mr. Shedrack Mutungi- Executive Secretary KUPPET Taita Taveta County Branch/National
Governing Council Member
25 Mr. Grantone Mwaliko Mwambui-Headteacher Mwamunga Primary School/Chairman
KEPSHA Taita Taveta County/ KEPSHA National Publicity and Organizing Secretary
DECEMBER 2013
1
CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
The Policy Framework for Education on Aligning Education and Training to the Constitution of
Kenya (2010) and Kenya Vision 2030 and beyond Draft Bill 2012 states that the 8-4-4 system is
exam oriented it;
has unintentionally depicted [learners] as failures and widened the gap between the rich
and the poor. Learners exiting the system at the end of primary school level often have
limited skills and abilities to join the world of work, and often lack a career or trade
focus. (Republic of Kenya, 2012:41)
Currently the main focus has been to improve access, retention, equity, quality relevance, and
efficiency in the education sector. The Vision 2030 which focuses on relevance and efficiency
was launched in 2008 followed by The New Constitution 2010 which has made it necessary to
realign education to fit the modern day challenges as the government aims at meeting the
International Conventions and Legal frameworks.
According to the Child Friendly Schools Manual (CFS) access to education entails
deliberate efforts to seek out girls and boys who are not in school and ensuring that they
join school and enjoy learning … and find ways to avert and deal with barriers that keep
children from attending school (UNICEF2010:102)
The Manual further states that children face emotional, interaction and physical barriers that
could lead to poor performance in education. Emotional barriers arise from unfriendly homes or
social backgrounds. Interaction barriers come as a result of undermining the sex, cultural
background or abilities of learners making them feel inferior. While physical barriers arise from
poor sitting arrangement, lack of classroom space, play space, teaching and learning resources
2
that eventually hinder active participation of pupils in lessons. This leads to poor performance
(UNICEF 2010:36)
The entry to class one should be preceded by the Early Childhood Development Education
(ECDE). The Ministry of Education Strategic Plan of 2006-2011 intended to reduce the burden
of direct costs of ECDE schooling on parents, increase direct government budgetary contribution
to the ECDE subsector, mainstream ECDE as part of primary education by 2010. It was
projected in the Sessional paper no 1 of 2005, that the government would train all ECDE
teachers. This became a big burden to the government so it (government) invited private
investors as envisaged in the Ministry of Education Strategic Plan 2006 -2011. The Strategic
Plan increased private sector/public partnership in the provision of education services Reublic of
Kenya 2012:32) One of such partners is the Foundation Institute of Africa that sponsors teachers
for certificate and diploma in ECDE. “Those sponsored do pay Kshs 12,000/= for the KNEC
exam. However some cannot afford the KNEC fees and do no sit for the exam.” (Interview with
a beneficiary of the programme Taveta, December 2012) An indication that the poverty cycle is
real in Taita Taveta County
The disappointment is that there is a freeze in recognition of the diplomas that P1 teachers have
attained in this way by the teachers service commission (TSC). Preschoolers in the villagers
should be able to speak in fluent English like their counterparts in towns but that has not been the
case to graduands of pre-school in Taita Taveta county. The strategic Plan continues to urge that
it is important to enroll children with special needs education (SNE) in ECDE programmes, offer
in-service training to ECDE teachers and offer SNE (Republic of Kenya 2012:34).
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Advocates for SNE inclusion emotional barriers physical barrier: the Visually impaired (VI) lack
learning and teaching materials and teachers not yet trained on new teaching approaches to meet
SN special needs (SN) in inclusive classes.
The MOE had specified the following basic standard of stationery supply per pupil per year as
follows: Minimum specified supplies of stationery every year
i) Lower primary stationery supply (standard 1-4)
12 exercise books each of 64 pages 162*203 mm
3 HB pecils (or mixture of pen and pencils)
1 eraser
1 sharpener
1 ruler will be provided to each pupil from standard 3 and 4
Text book ratio 1:3
ii) Upper Primary Stationery Supply (Standard 5-8)
12 exercise books each of 120 pages 162*203
2 ruled A-4 size exercise books for insha and composition
6 Bic type pens
1 set of mathematical instruments will be provided to each pupil in standard 5-8
3 HB pencils for insha and composition
Text book ratio 1:2
The government has not been able to provide all the above items and poverty can not allow some
children to purchase them.The school must provide each enrolled primary school pupil with the
minimum specified supplies of stationery every year. Schools may, if they wish, provide
stationeries supplies above the minimum pack established by the MOE but they should not
provide less. The top cover of the exercise books should be made of reasonable quality materials.
Schools are required to print the following top cover of the exercise books: School logo, school
name, address and school motto. Schools were given a choice between providing the stationary
4
as either twice a year or on termly basis, at the beginning of each term. (Simplified Guide to
Issues in Education Sector SUPKEM 2012:7-8)
In 2004 the government of Kenya (GoK), through the Ministry of Education Science and
Technology (MOEST) gave a capitation grant of Kshs. 1,020 to cover various school items and
operations (Kshs. 650 for each pupil per year to cover direct teaching-learning materials (SIMBA
Account), and Ksh. 370 was sent to each school to cover various costs including wages for
support staff, repairs, maintenance, quality assurance, water and electricity (General Purpose
Account). The average cost of primary education per year was calculated by Own and Associates
(2004) researchers and was found to be about 6,154 per child against the MOEST capitation
grant of 1,020. The shortfall came to about Ksh. 5,134 (OWN & Associates 2004 p.viii). That
shortfall needed to be addressed if the needy child was to enjoy access, equity and quality
education.
Though the government is the main education provider, the unit cost of education is far much
higher than what the government can provide. The government expected to work with NGOs to
fill that gap. The government, established partnerships between the households and local
communities, development partners, private sector providers of educational services, including
sector employers, religious organizations and civil society, such as NGOs and foundations. Such
partnership was expected to ensure that KESSP received support and eventually lead to the
attainment of the overall goal of EFA and MDGs by 2015 (Ministry of Education Science And
Technology p. xxxiii).
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… children are motivated [when] given an opportunity to learn effectively and when they
know that the skills they have learnt will lead to success or when they receive positive
feedback from friends teachers and parents who compliment them on how well they are
doing (UNICEF 2010: 41)
Over the last five years, KCPE performance in the County had been declining and remained
below average. This trend had got every stakeholder worried about the future of education in the
County. Countless questions had been asked as to what had gone wrong to warrant such dismal
results. On enquiry as to what were the causes of the falling education standards in the County,
causes were given at will by any stakeholder whether one was actively involved in delivery or
consumption of education services or an ordinary observer. In the past five years there had been
forum by stakeholders to address this issue, but the trend had not significantly changed. These
meetings had always ended up with a lengthy list of the way forward items that did not become
operational due to lack of follow-up by a dynamic committee. Even when recommendations
were relayed to schools, they were either partially or not implemented at all and the status quo
remained. For the past five years, the county has been performing below average as shown in
Table 1.1 below.
Table 1.1: Five Year Average KCPE performances in Taita Taveta County (2008-2012)
YEAR AVERAGE
2008 237.7
2009 230.2
2010 229.1
2011 222.5
2012 219.0
Total average 227.7
Source: The County Director’s Office Mwatate, December 2013
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The Primary schools in Taita Taveta County compete with other Primary schools in 47 counties
in the Republic of Kenya. According to the KNEC website, Taita Taveta County took position
41 out of 47 Counties in the 2012 KCPE examination and none of its top five schools appeared
in the top 100 schools nationally. Mwatate was ranked at position 244/ 288 and the 288th
school
was Kauda district in Southern Sudan with a mean of 133. (Source, www.knec.co.ke) The five
top schools in the county are all private schools as shown in table 1.2 below:
Table 1.2: Five top schools in the county
School Subcounty Type Number of Candidates Mean-score
Mwatate Junior Preparatory Mwatate Private 58 350.64
Mwatae Junior Academy Mwatate Private 59 336.11
St. Jude Voi Private 16 333.43
St. Kelvin Voi Private 35 321.17
St. Agnes Voi Private 30 320.53
Top 5 County Total Average 332.38
Source: The County Director’s Office Mwatate, December 2013
Poverty striken Taita Taveta County with a 66% population leaving in dire poverty, had all the
bottom five schools in 2012 KCPE from public schools as shown in Table 1.3 in the next page:
7
Table 1.3: Five bottom schools in the County
School Sub-County Type Number of Candidates Mean-score
Sechu Primary Mwatate Public 43 153.99
Sangenyi Taita Public 45 152.20
Gedion Mosi Voi Public 50 151.32
Kalambe Voi Public 33 149.39
Gimba Voi Public 35 145.46
Bottom 5 County schools Total Average 150.48
Source: The County Director’s Office Mwatate, December, 2013
Kiseu (2012) conducted a study for her M.Ed thesis in Kenyatta University on Non
Governmental Organizations’ Educational Contribution to Needy Primary School Children In
Voi Division, Kenya. The study attempted to determine the extent to which NGOs had
contributed to the education of the needy primary school children in Voi division in a bid to
achieve equity and quality in education during the era of FPE which came in place in 2003. And
found that Voi which is a sub-county in Taita Taveta County suffered socio-economic problems
like lack of money as well as lack of basic needs like food, shelter and clothing. Poor
infrastructure, lack of transport, lack of adequate land for pasture, diseases, and lack of hospitals
led to increased poverty and poor performance in public primary schools. Voi and the county at
large, continues to suffer inaccessibility, ignorance, poverty and disease more than forty years
after independence in spite of NGO assistance (Kiseu 2012:2).
It was under this backdrop that His Excellency the Governor – Engineer John Mtuta Mruttu, as a
key and concerned stakeholder, in consultation with other stakeholders in the County, key among
8
them County Director of Education, County Director Teacher Management, County Executive
Council Member of Education and other Educationists, observed that, if any intervention
measures were to be taken to remedy the deteriorating education standards in the County, a
scientific survey had to be undertaken so that this could adequately inform and become a basis
for remedial action.
The County Taskforce on Primary school Education was therefore, a brainchild of a Consultative
Forum on Education held on 16th
September, 2013 at Mwatate CDF Auditorium, in which the
Governor had called all stakeholders in the County to deliberate on what approach the County
was going to take to address falling standards in Primary Education. It was constituted on the day
and inaugurated on 23rd
September, 2013 when it held its maiden meeting.
The Taskforce was mandated to investigate factors contributing to below average and declining
Primary education standards and to recommend on what strategic and specific action the County
would take to arrest the trend.
The Taskforce was mandated to investigate factors contributing to below average and declining
Primary education standards and to recommend on what strategic and specific action the County
would take to arrest the trend. Membership of the Task Force was drawn from a cross-section of
the mainstream education stakeholders in the County as shown in the list on the Title Page.
9
1.2. Statement of the Problem
Primary school children in Taita Taveta County needed to compete favourably with the rest of
their counterparts in Kenya in the past five years. In addition, a persistent declining trend had
been observed as evidenced from the results in KCPE in the same period. This had become a
concern to every stakeholder in education. Based on the knowledge that basic education was an
important and the most crucial tool for poverty eradicating and increasing the beneficiary’s
participation in Nation building, the County Governor and all Education stakeholders sought to
find ways of arresting the falling education standards in Primary schools in the county. The
contribution of the government and other stakeholders in education was expected to make an
impact in the performance of KCPE in the county. However, it was not clear why the poor
performance continued to kill the hopes of thousands of class eight candidates in the County year
after year. The main concern for this study was therefore intended to identify factors contributing
to below average and declining education standards in Primary schools in Taita Taveta County
and seek possible measures to achieve the access, retention, equity, quality relevance, and
efficiency during this era of realignment of the education sector to fit the Vision 2030 and the
new constitution 2010. The period of the study was 2008-2012.
1.3. Purpose of Study
The purpose of the study was to investigate factors contributing to below average and declining
performance in KCPE in the County and make recommendations on what measures should be
put in place to arrest this trend.
10
1.4. Objectives of the Study
The objectives of the Study were:
i. To determine factors responsible for poor performance in KCPE in the County.
ii. To find out if there were measures that can be put in place within certain timelines.
1.5. Research Questions
The study of the Task force was guided by the following questions;
i. What factors were responsible for the County’s declined performance in KCPE?
ii. What measures could put be in place to arrest this trend within certain set timelines?
1.6. Significance of the Study
i. It was assumed that the study findings would provide valuable insight in to the real issues
affecting performance in KCPE.
ii. The study was intended to contribute to the body of knowledge in provision quality,
affordable Primary education to the national and the county government and all the stakeholders
interested in improving performance in spite of challenges facing education in Taita Taveta
County.
iii. The Education Planners, Policy Makers and Curriculum Implementers would benfit from
this study by learning how to address challenges faced by Taita Taveta County in policy making,
planning and implementation of education programs.
11
iv. Study findings may assist in identification of areas that need special attention or
affirmative action.
v. Findings could serve as entry points: where the donors and other well-wishers, Taita
Taveta County diaspora, can come in handy to support efforts by the mainstream stakeholders
like the MOEST, TSC and the County Government in order to resuscitate the current status of
education in the County as a stop-gap measure.
1.7. Assumptions of the study
That the government provided educational support as per the constitutional requirement in
support of the education of Primary children in Taita Taveta County
That the respondents would be willing to give information the taskforces required for the study.
That the county government that had just come in would do the best to eliminate the current
trend of poor performance in the County and by initiating this task force that its Report will be
discussed and possibly tabled in the county parliament to form a basis for the Taita Taveta
County Education Bill since the first elections under the new constitution.
1.8 Limitations of the Study
i. The main limitation of the Study was the time frame given the Taskforce to collect data,
analyze and write a report. One month and a half was too short a time to carry out a survey of
this magnitude.
12
ii. Another limitation was that some head teachers took the data collection as though it was
a normal standards assessment and it was obvious a good number were not relaxed enough to
give information freely and openly for fear of incriminating themselves for a bad practice in their
school even where they were not to blame.
iii. There was evidence of important records that were not properly kept for lack of space,
files and cabinets.
1.9 Delimitations of the Study
i. However, members of the Technical Committee worked round the clock and weekends to
ensure a comprehensive report was the product of their undertaking.
ii. In such case, the interviewer relied on observation and inferences to make deductions.
iii. The taskforce waited patiently for the interviewee to search for those records until they
found them.
1.10 Theoretical Framework
The theory behind this taskforce report revolves around the Sessional Paper No1 of 2005 on
Education and Training that has led to major reforms in the education sector and helped Kenya
make significant progress towards EFA, MDGs, Vision 2030, and the implication of the Kenya
constitution 2010 on education. The taskforce saw a gap that confirmed that education
performance in Taita Taveta County was in a declining trend in spite of the FPE, CDF, provision
teaching and learning materials and teachers in a way of providing affordable basic education in
line with the attainment of international standards.
13
1.11 Conceptual Framework: Taita Taveta Task force conceptual framework
Source Kiseu, Grace 2013
Parents Food:
Breakfast,
lunch, supper
Shelter: Four
walled
classroom as
well as a house
at home with a
roof on top, not
grass thatched
Clothing:
School uniform:
blouse/shirt,
skirt/short,
sweater, socks,
shoes, pens,
exercise books
national
examination
fees (KCPE),
internal exam
foolscaps and
healthcare.
Parental
/spiritual
guidance against
pornography,
drug
abuse/alcoholis
m Independent
Variable
Community
Guidance and
counseling,
protect against
inhuman acts like
rape, avoid
derogatory
cultural practices
like early
marriage/child
pregnancies
FGM, and
provide a
conducive
environment for
learning. Work to
improve on water
tanks, boreholes,
Land title deeds,
provide school
kitchens and
lunch for all day
Primary schools
Pit-latrines and
bathrooms in
schools with girl
students.
Independent
Variable
Taita Taveta County,
NGOs, well wishers
Need based assistance/
contribution: Sponsorship of
internal examinations, assit
pay fees, pay extra teachers,
meet the needy children’s
basic needs like food, shelter,
clothing, construction of water
tanks and school buildings,
erect fences to avoid wildlife
menace, renovate dilapidated
buildings, provide writing and
reading materials, home visits
to establish financial/social
difficulties of the needy child,
motorcycles informal
schooling / seminars on;
sustainability of projects in
the absence of NGOs, poverty
eradication strategies, effects
of child labour, gender
insensitivity, negative cultural
practices, HIV/AIDS scourge,
special intervention of the boy
child to access Primary school
and be retained in school till
completion, food security
Independent Variable
Government
Provide qualified
teachers, pay
teachers’ salaries,
pay quality
assurance officers
(QASOs),Curriculu
m Development
through KIE,
Evaluation by
KNEC, grants for
tuition, activity,
maintenance,
refresher courses,
stationary,
textbooks,
computers, special
hardship allowances,
frequent promotions,
recognition of pay
rise to teachers with
M.ED and PhD to
the level of
university lecturers
not pegged to one’s
job group it could be
lower or at the
ceiling so lose out
on increments,
physical facilities,
water and electricity
increase gender
parity, Independent
Variable
Students
Discipline, avoid drugs, read and work hard, aim at achieving high mean scores/targets in Primary
Education since 8-4-4 is exam oriented Dependent Variable
14
The relationship between the variables is illustrated by the arrows. The independent variables
such as the government, parents, and community the county government/well wishers have an
impact to performance in Taita Taveta County Primary school education. They can work
separately and can also strengthen each other to impact on the needy children. On the other hand
the needy children depend on the impact of the independent variables to produce the desirable
results.
The theoretical framework in this study was based on the partnership model between the
government as the main educational provider in Primary schools and other stakeholders as the
main study variable, in helping the needy children access Primary school education and be
retained in school for a full primary cycle. This study sought to establish the causes of the low
performance in Taita Taveta County and how the impact of the government and other
stakeholders could result to improved performance in the county.
15
CHAPTER 2
2.1 Introduction
Literature was reviewed by looking at the variables of analysis, methodology and findings
identifying gaps that were filled at the end of each subsection. The literature focused on the
following areas:-
2.2 Factors responsible for the County’s declined performance in KCPE
A research carried out by the Global Report on Education for all on the progress towards the
Education for All (EFA) goals in Kenya, sub Saharan Africa, and world revealed that
Kenya had made great strides toward gross enrolment ratio, gender parity but had
challenges with the high pupil teacher ratio. The teacher ratio was at 1:32 but rose to 1:47
between 1999 and 2010. Whereas the sub Saharan Africa was at 1:43 and the world is at
1:24. (Global Report on Education for All, 2012)
Educational reforms in Kenya have been pegged on International Legal Frameworks enabling
Kenya to move towards attaining the Education for All (EFA) as well as the Millennium
Development Goals (MDGs). The Ministry of Education Report of the Taskforce on the
Realignment of the Education Sector to the Constitution of Kenya 2010 and Vision 2030 states
that
major policy interventions to improve on access led to the introduction of Free Day
Primary Education Policy in 2008. It further informs us that there was a National
Education Conference that led to the Sessional Paper no 1 of 2005 on Education and
Training which is the basis for the current education policies. (Republic of Kenya, 2012)
2.3 Measures that are in place to arrest this trend within certain set timelines
In his critique of Kenya’s Education reform Process and Task force Reports, at a discussion
Forum on Education Sector reforms, held at the Pan Afric Hotel, Nairobi on Wednesday 11th
16
April 2012, Bonyo looked at the whole process and lamented on the tendency of lack of
implementation of such documents in the past and said that:
Education sector reforms in Kenya date back to the independent period, with
commissions, committees, working parties and task forces generating reports with
recommendations, some of which have been implemented in part while others have never
been implemented completely (Bonyo 2012:1)
The implementation of such reports have in the past brought gains to the government and the
stakeholders involved for instance the gains made by FPE as a measure to curb lack of access in
Primary schools is commendable:
(Republic of Kenya 2012:33)
The government has used targeted programmes like Constituency Development Fund (CDF) to
rehabilitate schools, bought school buses and improved the provision of teaching and learning
materials in Primary schools. Though the Teachers Service Commission it posts teachers to
public Primary schools and remunerates them (TSC ACT 2013, The Education Act 2012, The
Constitution of Kenya 2010).
Though Taita Taveta County enjoys the measures put by the government to cushion poverty
related problems from affecting education in the county the performance in Primary schools has
remained below average. This study shall find the causes and possible lasting solutions to this
problem.
17
CHAPTER 3
METHODOLOGY
3.1 Introduction
This chapter described the procedures that were used in carrying out this study.
3.2 Research Design
This was a descriptive survey study. Gay (1981 p.1) considered a sample of 10% of a population
to be the minimum for a descriptive survey study, which had a large population. A survey study
aimed at providing accurate information about a phenomenon and allowed collection of
quantifiable data in a standardized manner from a larger sample (Borg & Gall, 1993 p. 241). “A
descriptive research determines and reports the way things are. This type of research attempts to
describe such things as possible behaviour, attitudes, values and characteristics.” (Mugenda &
Mugenda 1999 p.160) The advantage of this method was collecting extensive and elaborate
information within a short time using cases that had the required information with respect to the
objectives of the study thus, facilitating more accurate data analysis. (Mugenda & Mugenda 1999
p.165)
3.3 Locale
The study was carried out among public and private Primary schools in Taita Taveta County
schools. 66% of the population in Taita Taveta County lives in absolute rural poverty and rely on
subsistence agriculture for their livelihood (Ministry of Finance 2002 p. 29)
Research has shown that although tourism…
is the third most important foreign exchange earner for the country [it] has scarcely
benefited Taita Taveta communities. Sufficient benefit sharing mechanisms between the
communities and the state have been lacking. Poverty levels have continued to rise,
18
which has been attributed to inadequate attention to natural resource management and
resulting in a fragile ecosystem (Himberg 2006 p.1)
The Taita Taveta District Development Plan (2002-2008) associates the poverty in Taita Taveta
to “...the squatter problem” (Republic of Kenya, 2002b:7).
3.4 Target Population
The taskforce used a target population of 196 schools
3.5 Sample design
The respondents in this study were sampled using Simple Random Sampling Technique
The simple random sampling technique was applied to obtain the actual sample of cases in order
to get in-depth information (Mugenda and Mugenda 1999 p.50). The total sample size of
respondents’ number was 58 schools as shown below and the next page
SAMPLED SCHOOLS PER SUB-COUNTY
VOI (17 SCHOOLS)
1. Wray
2. Mwanyambo
3. Mlondo
4. Gimba
5. Kalambe
6. Mwamunga.
7. Gedion Mosi
8. Kirumbi
9. Kalela
10. Boniface Mghanga
11. Ndile
12. Mbulia
13. Mwakuni
14. Marasi
19
15. Bughuta
16. Mkamenyi
17. St.Jude
MWATATE SUB-COUNTY (18 SCHOOLS)
1. Mzwanenyi
2. Mwatate
3. Kidaya Saghaighu
4. Sechu
5. Msorongo
6. Mwachabo
7. Dembwa
8. Mwanadala
9. Mrururu
10. Mlughi
11. Mwakitutu
12. Mwaktau.
13. Kighononyi
14. Mariwenyi
15. Mole
16. Wongonyi
17. Kighombo
18. Mwatate Junior Academy
TAITA SUB-COUNTY (15 SCHOOLS)
1. Kungu
2. Fighinyi
3. Sirienyi
4. Mwarombo
5. St. James
6. Mdundonyi
7. Mlamba
8. Mwaroko
9. Kitumbi
10. Wumingu
11. Ngolia
12. Ngonodinyi
13. Mwanyalo
14. Shigharo
15. Paranga
20
TAVETA (9 SCHOOLS)
1. Abori
2. Jipe
3. Lessesia
4. Mahandakani
5. Mrabani
6. Njukini
7. Taveta
8. Timbila
9. Kilimanjaro
3.6 Research Instruments
The taskforce developed four (4) research instruments that were semi-structured interview
schedules for head teachers, for HODs, for student leaders, and for nonteaching staff
3.6.1 Interview schedule
The taskforce used semi-structured interview schedules which had both structured and open
ended questions. The structured questions gave an opportunity for in-depth probing questions to
get more information (Mugenda and Mugenda 1999 p.86). According to Patton (2001)
interviews probe for two reasons: -
(i) To motivate the respondent to explain the reason behind what he had said before.
(ii) Interviews help eliminate irrelevant or unnecessary information.
21
3.7 Piloting
Pre-testing was not carried but ambiguous questions as well as sensitive areas were removed
from the sequence of questions
3.8 Reliability of Research Instruments
The split half method was used to test the internal consistency reliability of the instruments. The
taskforce followed the steps by Orodho (2005p.185) on carrying out the spilt half reliability
method as follows:
The taskforce used Spearman Brown Prophecy formula:
2xCorr. between the halves
1+ correlation between the halves
r=2r/r+1
r= reliability of the coefficient resulting from correlating the scores of the odd items with the
scores of the even items. The taskforce used sample data to test on the reliability of the
instruments and found an overall coefficient of 0.80 on each of the four instruments. A
coefficient of 0.80 is considered good according to Gay (2003).
3.9 Validity of Research Instruments
To determine internal content validity, the instruments were given to experts who advised for
changes accordingly. Kasomo (2006) says that; “Content validity of an instrument is determined
22
through expert judgement by carefully and critically examining or inspecting the items that make
the instrument” (Kasomo, 2006:73).
3.10 Data Collection Procedures
The taskforce had official permission from the County leadership to carry out the study
3.11 Data Analysis Plan
The taskforce followed the steps involved in qualitative data research, as explained by Mugenda
and Mugenda (1999). Based on Mugenda’s text, the taskforce decided to use descriptive data
analysis plan. The presentation of the quantitative data took the form of percentages, means,
frequencies, tables, graphs and pie charts.
23
4.0 FINDINGS AND DISCUSSIONS
4.1 Head teachers’ Bio Data
4.1.1 AGE
Table 4.1 Head teachers’ age
43 out 58 or 74.1% of Head teachers were between over 45 years of age while 24.9% were
between 25 and 45 years of age. This scenario portents a big challenge in succession
management of schools in the next five years.
Figure 4.1 Head teachers’ Age
2.0 Gender
Table 4.2 Head teachers’ Gender
GENDER
TAVETA
MWATATE
TAITA
VOI
TOTAL
Male 13 13 12 14 52
Female 0 2 3 1 6
AGE
TAVETA
MWATATE
TAITA
VOI
TOTAL
25 – 35 years 1 0 0 0 1
36 – 45 years 03 03 03 05 14
46 - 55 years 07 10 09 09 35
Over 55 years 02 02 03 01 8
24
Figure 4.2 Head teacher’ Gender
52 out of the total 58 or 90% of the Head teachers of the sampled schools were male while on
10% of them were female. Hence, a third gender rule had not been achieved in this area.
As such, the girl child, from the nestle stage, lacks a role model and is made to believe girls and
women in general are not meant to be leaders.
3. Highest level of Professional Qualification achieved by Head teachers
Figure 4.3
25
Table 4.3 Head teachers’ Professional Qualifications
Highest level of
Professional Qualifications
TAVETA
MWATATE
TAITA
VOI
TOTAL
Certificate (P1) 6 3 0 5 14
Diploma in Educ. 3 7 13 7 23
P.G.D.E 0 0 0 0 0
B.E.D 1 4 0 2 7
M.E.D 0 0 0 1 1
PH.D. 0 0 0 0 0
Others 3 1 2 0 6
All head teachers were professionally trained at various levels as showed in Table
Majority of them were P1 and had attended and successfully completed a Diploma in Education
Course from KEMI.
Only 8 of them had graduate and post graduate qualifications. This number compared to head
teachers from other Counties showed that head teachers in the County were not keen on
advancing education. One therefore wonders if head teachers were good role models in academia
able to make pupils desire to work hard with an aim of advancing their future careers as
evidenced in Table 4.3 above, Figure 4.3 and Table 4.4 below.
Figure 4.4 Head teachers Professional Qualifications
26
Other Education Management Courses attended by Head teachers were as shown in Table 4.4
below.
Table 4.4 Other Education Management Courses attended
Type of Education Management
Course attended
TAVETA
MWATATE
TAITA
VOI
TOTAL
KEMI 7 12 17 13 39
PRISM 3 4 3 5 15
KESSP 0 1 0 1 1
M.ED 0 1 0 0 1
B.ED 0 0 0 1 1
OTHERS 16 8 7 6 37
4. Experience of service as a Teacher
Table 4.5 Head teachers’ Teaching Experience
Length of service
as a Teacher
TAVETA
MWATATE
TAITA
VOI
TOTAL
Below 1 year 0 0 0 0 0
1 – 5 years 0 1 0 1 2
6-10 years 1 0 1 1 3
11-15 years 0 1 2 1 4
16-20 years 2 3 3 2 10
Over 20 years 10 10 9 10 39
Majority (87.9%) of the head teachers had a teaching experience of between 11 to over 20 years
and 67% of them had a teaching experience of over 20 years. This meant that head teachers in
the County had the requisite teaching experience to supervise curriculum implementation and
delivery.
5. Length of Service as Head teacher
Table 4.6 Length of Service as Head teacher
Length of Service as
a Head teacher
TAVETA
MWATATE
TAITA
VOI
TOTAL
Below 1 year 01 01 00 00 2
1-5 years 03 01 06 03 13
27
6-10 years 04 03 05 04 16
11-15 years 02 03 01 05 11
16-20 years 02 3 02 01 08
Over 20 years 01 4 01 02 08
15 Head teachers had stayed between below one and 5 years. 43 out of the total 58 or 74.1% had
served between 6 to over 20 years. Performance appraisal for a head teacher should be measured
at least after a period of between 3 years and above. As such, majority of head teachers can be
held answerable to the poor and declining academic standards in schools if all factors were held
constant.
6. Sponsorship of Primary schools in the County
Table 4.7 Sponsors of Primary schools
SPONSOR
TAVETA
MWATATE
TAITA
VOI
TOTAL
ACK 02 07 08 10 27
CATHOLIC 05 4 05 3 17
OTHERS 06 4 02 02 14
The main sponsors of primary schools in the County were Anglican Church of Kenya (ACK),
Roman Catholic Church and others in that order. There was need for the sponsors to play and
active role in spiritual and moral issues that faced both teachers and pupils in schools.
28
Figure 4.4 Sponsors of Primary schools
Land Ownership of Primary Schools
Table 4.9 Land Ownership Documents/Title Deeds
On 19% of the primary schools in the County had title deeds and able to lay claim to land
ownership of their land as shown in Figure 4.5 below. In this scenario, security of primary school
land is not guaranteed. The registration of school requires that a school prove ownership of land
allocated it. Failure to process these documents by school has contributed a great deal to lack of
registration of 22 or 38% of primary schools in the County as shown in Table 4.8 below.
Figure 4.5 Land Ownership Documents/Title Deeds
Table 4.8 Registration Status of Primary Schools
Registration Status
TAVETA
MWATATE
TAITA
VOI
TOTAL
Full Registration 05 3 06 04 18
Provisional 02 04 02 10 18
Not registered 06 08 07 01 22
Land ownership
Documents
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 01 03 06 01 11
No 12 12 09 14 47
29
School Strategic Direction
Table 4.9 Vision
Vision
TAVET
A
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 00 00 00 04 4
2. Satisfactory 02 06 03 03 14
3. Good 05 06 04 02 17
4. Very Good 06 03 08 06 17
Only 17 out of the total 58 or 29.3% of the schools had formulated vision statement that were
articulated and capable of mobilizing the school communities to rally towards achieving set
goals.
Table 4.10 Motto
Availability a motto
TAVETA
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 00 01 00 00 0
2. Satisfactory 02 03 00 01 6
3. Good 02 07 05 01 15
4. V.Good 09 04 10 13 36
Most of the schools (62%) had formulated Mottos which were well articulated as shown in Table
4.10 above.
41.4 % of the schools in the county had formulated Mission statements which were articulated
and could mobilize and directed the community on what activities they could engage into in
order to achieve set goals
Availability of
Mission statement?
TAVETA
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 00 01 00 02 3
2. Satisfactory 02 05 00 03 10
3. Good 05 06 08 02 21
4. V.Good 06 03 07 08 24
30
The Members of the Taskforce observed that, compared with their secondary counterparts, the
Head teachers in the primary scored highly on Institutional Strategic Direction. Most of the
Principals serving by mid 2011 and early 2013 had been taken through strategic plan writing and
one would wonder why this had not translated to review and formulation of strategic direction
for their institutions
Table 4.11 Strategic statements contribution to Strategic Plan
Overall, only 6.9% of the schools had a combination of Motto, Vision and Mission statements
whose message and meaning were supportive in bringing out clearly the strategic direction for
the school.
Formulation of articulate Motto, Vision and Mission statements determined to a great extend the
formulation of a school strategic plan and only 5.2% of the schools in the County had written
Strategic Plans where strategic statements were synchronized with strategic plans and has
contributed to the overall as shown in Table 4.11 below.
Table 4.11 Strategic plan contribution to Performance
Extent to which the vision,
mission & motto statement
contribute towards defining
the strategic direction of the
school?
TAVETA
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 00 01 01 01 3
2. Satisfactory 04 06 05 04 19
3. Good 08 06 08 10 32
4. Very Good 01 02 01 00 4
To what extent has the
strategic/development plan
contributed to the overall
performance of the school?
TAVETA
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 03 03 04 04 14
2. Satisfactory 02 07 03 06 18
3. Good 07 04 08 03 22
4. Very Good 00 01 00 02 3
31
Table 4.13 Strategic Plan
Availability of a Strategic
Plan
TAVETA
MWATAT
E
TAITA
VOI
TOTAL
Yes 13 15 15 03 46
No 00 00 00 12 12
Although 21% of the schools in the County had strategic/development plans did not mean much
for without synchrony of Strategic statements and Strategic Plans not much can be achieved in
terms of the overall performance of the school. Simply, all stakeholders must read from the same
script in order for them to pull together toward set and clear goal.
There were well-meant efforts made by head teachers for formulate strategic statements and
Strategic plans for schools bearing in mind majority of the Head teacher had not been taken
through any formal training on strategic statements and strategic plan writing.
One week training on these two areas was required for all Head teachers in the County.
Figure 4.6 Availability of Strategic Plan
32
Table 4.14 School Management Committee
Only 5.2% of the schools in the County did not legally appointed SMC managing the school.
Table 4.15 SMC contribution to Performance
SMC contribution to
performance
TAVETA
MWATATE
TAITA
VOI
TOTAL
1. Unsatisfactory 02 02 00 00 4
2. Satisfactory 04 07 06 09 26
3. Good 06 06 07 05 24
4. Very Good 01 00 02 1 4
On close scrutiny of the extent to which SMC operations have contributed, to a great extent, to
the overall performance of the school, only 6.9% of the SMCs were observed to have played
their part judiciously.
Table 4.16 Audit of School Funds
Frequency of school
Funds Audit
TAVET
A
MWATATE
TAITA
VOI
TOTAL
Annually 12 14 15 14
Bi-annually 01 01 00 01
Others 00 00 00 00
Over 94.8% of the primary schools were audited once a year.
Legality of SMC
TAVET
A
MWATATE
TAITA
VOI
TOTAL
Yes 13 13 14 15 45
No 00 02 01 00 3
33
Table 4.17 ECD attached to Primary school
Only 10.3% of the primary schools in the county had ECD attached to them as shown in Table
4.17 above. This scenario does not guarantee smooth transition as most of the pupils will bear the
shock of being introduced to an environment which is totally new. Hence, in order to save the
pupils transitional shock to lower primary level, every primary school in the County must
introduce and ECD in own premise.
Table 4.18 Level of Pupils’ preparation Transition to Lower Primary
ECD Pupils
Preparation to
Primary school
TAVETA
MWATATE
TAITA
VOI
TOTAL
Unsatisfactory 00 01 01 00 2
Satisfactory 02 05 06 07 20
Good 09 07 03 05 24
Very Good 02 02 05 03 12
20.6% of the schools in the County can be said to be preparing pupils adequately for transition to
lower primary as shown in Table 4.18 above
Table 4.18 Special Units
In the County only 10.3% of the schools had special units. Enrolment trend in these special units
showed that there were more boys than girls. Statistics showed that boys constituted 50% of the
total enrolment as shown in Table 4.19 below.
ECD attached to
Primary school
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 03 01 01 01 6
No 04 14 14 14 52
Special Units attached
to primary schools by
type
TAVETA
MWATATE
TAITA
VOI
TOTAL
MH 01 01 01 01 4
VI 00 00 00 00 0
HI 01 00 00 00 1
PH 00 00 00 00 0
Others 01 00 00 01 1
Unspecified 10 14 14 13 51
34
These special units took care of pupils who were Mentally Handicapped (MH) and those were
Hearing Impaired (HI). It is assumed that the County has other pupils with other categories of
special needs.
The County can in the near future establish four (4) special schools for the four main special
needs categories namely, MH, VI, HI and PH; one in each sub-county in order to sufficiently
cater for their education needs. Alternatively, special units catering for the four special needs can
be established in most established and more populous primary schools in the Country. Staffing of
these special units will be a challenge owing to understaffing experienced in public schools, but
parents, the County government and donors can in handy.
Table 4.19 Special Units Enrolment
Special Unit
Enrolment by Gender
TAVETA
MWATATE
TAITA
VOI
TOTAL
BOYS 15 01 08 20
GIRLS 15 04 04 10
Table 4.20 Adoptability Level of Infrastructure to Special Needs
Level of Infrastructure
adoptability to special
needs pupils
TAVET
A
MWATAT
E
TAITA
VOI
TOTAL
Unsatisfactory 01 07 01 03 11
Satisfactory 04 07 07 08 26
Good 08 01 06 03 18
Very Good 00 00 01 01 2
Only in 3.45% of the schools in the County was the infrastructure improved to suit needs of
pupils with special needs as shown in Table 4.20 above. This scenario is not acceptable under
EFA goals, MDGs, Jomtien and Dakar Declaration whose tenets champions for education access
for all regardless of a child’s socio-economic background and abilities.
As such, it is mandatory for all primary schools in the county, starting with those having special
units, improve infrastructure to be suitable for use by pupils with special needs
35
Table 4.21 Adequacy Level of Infrastructure in schools
Level of infrastructure
adequacy
TAVETA
MWATATE
TAITA
VOI
TOTAL
Unsatisfactory 03 05 02 03 13
Satisfactory 03 06 06 07 22
Good 05 03 04 03 15
Very Good 02 01 03 02 5
School Infrastructure in 22.4% of the schools in the County was in dire need of rehabilitation to
make it child friendly and to supportive to teaching and learning. Only 8.6% of schools had
adequate infrastructure which provided conducive teaching and learning atmosphere to pupils in
the County.
Hence, there was need infrastructure needs assessment for all schools in the County to establish
where and what improvement of existing or new infrastructure was required.
Table 4.22 Health and Safety Level
Health and Safety
levels of school
infrastructure.
TAVETA
MWATATE
TAITA
VOI
TOTAL
Unsatisfactory 06 10 05 09 30
Satisfactory 06 02 06 02 16
Good 01 03 04 04 12
Very Good 00 00 00 00 0
None of the schools in the County met MOEST/MOPH requirements. Doors opened inwards in
all the schools. Where there were windows in place, they had grills. Toilets facilities were not
adequate and in 2 schools, pupils sometimes used the bush to answer calls of nature.
SMCs as the custodians of the school should be trained on Health and Safety school
infrastructure requirements.
Table 4.23 School Feeding Program
School Feeding
Program
TAVETA
MWATATE
TAITA
VOI
TOTAL
YES 10 09 00 04 23
NO 03 06 15 11 35
39.7% of the schools did not a lunch program in place. Taita sub-county was the most affected
and coincidentally KCPE performance in the past 3 years was the poorest.
36
Challenges faced by schools in sustenance of School Feeding Program included among others;
Lack of reliable and clean water supply
Drought / Food scarcity from immediate community
Un-reliable food supply from government and donors
Lunch program should to be introduced and maintained in all school in the County since Taita
Taveta was a food-scarce County.
Table 4.24 Availability of Water Supply
Availability of water
supply
TAVETA
MWATATE
TAITA
VOI
TOTAL
YES 08 05 09 05 27
NO 05 10 06 10 31
Only 47% of the schools had some water supply. However, the cleanliness, reliability and
adequacy of the water was not guaranteed as shown in Table 4.24 above and Figure 4.8 below.
Figure 4.8 Availability of Water Supply
37
Table 4.25 Availability of First Aid Kits in schools
Availability of First
Aid Kits
TAVETA
MWATATE
TAITA
VOI
TOTAL
YES 10 10 09 10 39
NO 3 05 06 05 19
67.2% of the schools had First Aid Kits boxes but majority were not equipped.
Reasons given for lack of First Aid Kits or Failure to equip or maintain them were;
Lack of funds to procure kits.
Negligence by school administration and
Lack of skilled persons to dispense and administer First Aid.
Table 4.26 Level of Community support to school programmes
Level of Community
support to school
programmes
TAVETA
MWATATE
TAITA
VOI
TOTAL
Unsatisfactory 04 04 02 03 13
Satisfactory 05 09 08 06 28
Good 04 02 04 04 14
Very Good 00 00 01 02 3
Community support school programmes was not adequate. It was only in 5.1% of the school
where Community support to programmes was said to be adequate.
Table 4.27 Level of Local leaders support to school programmes
Level of Local leaders support to
school programmes
TAVETA
MWATATE
TAITA
VOI
TOTAL
Unsatisfactory 04 05 03 05 17
Satisfactory 07 06 07 06 26
Good 02 04 05 03 14
Very Good 00 00 00 01 1
Local leaders support to school programs in majority of the schools was very minimal as shown
in Table 4.27 above.
Local leaders and the community as a whole need to own and support school programs even
when good results have not been forthcoming
38
Strategies applied by school communities to support orphaned and vulnerable children admitted
in schools included;
Exempting from all school levies
Ensuring they benefited from any government grants
Soliciting financial support to cater for their personal effects, uniform and to some extent,
upkeep
Providing guidance and counseling to traumatized or psychologically disturbed OVCs
DEPUTY HEADTEACHER
1.0 Age
Age of deputy head
teachers
TAVETA
MWATATE
TAITA
VOI
TOTAL
Below 25 00 00 00 00 00
25-35 02 01 02 01 06
36-45 08 06 04 04 22
46-55 03 07 09 07 26
Over 55 00 01 00 03 04
Deputy head teachers’ were between 25 to over 55 years. The average age for deputy head
teachers was 45 years as shown in Table 4 above and Figure below. At this age and rank, it
would be expected that they do aspire to be promoted to headship. If promotion to become head
teachers is pegged on performance at their current ranks and not otherwise, this lot can assist the
County achieve her quest for improved performance.
39
2.0 Gender
Gender
TAVETA
MWATATE
TAITA
VOI
TOTAL
Male 07 12 07 08 34
Female 06 03 08 07 24
There were slightly more male teachers than female deputy heads serving in schools but a third
gender rule had been achieved and exceeded in all sub-counties except in Mwatate as shown in
Table and Figure above and Figure above . However
40
3. Highest level of professional qualification
Highest level of professional
qualification TAVETA MWATATE TAITA VOI TOTAL
Untrained teacher 00 00 00 00 00
Certificate P1 09 06 07 11 33
Diploma in education 02 06 06 03 17
B.Ed 02 02 00 01 05
M.Ed 00 00 00 03 03
Ph.D 00 00 00 00 00
Others specify 00 01 02 00 03
All deputy head teachers had requisite professional training. 56.9% of the deputy head teachers
had P1 certificates, 29.3% had Diploma in Education.Only,8.62% and 5.17% had done a
bachelors and a Masters degree respectively as shown in Table and Figure.
6. Length of Service / Teaching Experience
Deputi DH/TR
TAVET
A
MWATATE
TAITA
VOI
TOTAL
Below 1 year 00 00 00 00 00
1-5 years 01 01 01 01 04
6-10 years 05 03 01 01 10
41
11-15 years 03 06 02 03 14
16-20 years 02 02 05 04 13
Over 20 years 02 03 06 06 17
93.1% of the deputy head teachers in the County had a teaching experience of over 10 years and
therefore capable of supervising curriculum implementation and delivery.
5. Length of service as a DH/TR
Length of service as a
DH/TR
TAVETA
MWATATE
TAITA
VOI
TOTAL
Below 1 year 02 02 02 01 7
1-5 years 08 09 12 08 37
6-10 years 02 02 01 02 7
11-15 years 01 02 00 03 6
Over 15 years 00 00 00 01 1
Deputy head teachers had served in their capacity for between 1 to 8 years.63.8% of them had
served between 1 – 5 years. However, it was observed that 24.1% of them had served in the same
42
capacity in the same school for a 6 to over 15 years. Most likely than not, these deputies are
susceptible to forming attitudes or stereotypes about the capabilities of the school to perform.
Perhaps they have given trying to perform in an environment where they have in the past failed
when contributing factors remain the same. Telling them to perform may be a tall order. Those
who have ambition to become head teachers may have given up hope thereby drowning
themselves into self pity and low esteem. Under these, the deputy head teachers may not be
productive. The need to promote deputy head teacher to headship whenever vacancies arise
should not be over emphasized but of necessity under such circumstances.
6. Length of stay in the current school
Length of stay in
the current school
TAVETA
MWATATE
TAITA
VOI
TOTAL
Below 1 year 01 02 01 03 07
1-3 years 07 03 07 03 20
4-6 years 03 04 03 03 13
7-10 years 01 04 02 02 09
Over 10 years 01 02 02 04 09
43
7. Relationship with the H/TR
Relationship
with the H/TR
TAVETA
MWATATE
TAITA
VOI
TOTAL
Cordial 13 15 14 15 57
Strained 00 00 01 00 01
The working relation between the Head teacher and the deputy head teacher was cordial and
should be translated to improved performance.
44
8
Involvement in assisting the
H/T in Curriculum Supervision,
Implementation & Delivery
TAVETA MWATATE TAITA VOI TOTAL
Unsatisfied 0 0 0 1 1
Satisfied 1 5 3 3 12
Good 7 6 2 5 20
Very Good 5 4 10 6 25
The deputy head teachers involvement in curriculum supervision, implementation and
delivery was judged as very good. It was observed that the deputy head teachers were
perhaps, more on the ground and conversant with what was going on in the school as far as
curriculum issues are concerned than their bosses. As such, the head teachers should be
advised to increase the level of their involvement in curriculum matters of the school for they
are expected to be Quality Assurance and Standards Officer No.1 in the school.
45
8. Procurement committees
Availability of
procurement committees
TAVETA MWATATE TAITA VOI TOTAL
YES 9 9 14 10 43
NO 4 6 1 5 15
74.3% of the schools had appointed procurement committees.
9. School Instructional Material Selection Committees (SIMSCs)
SIMSC Procurement Comm.
TAVETA
MWATATE
TAITA
VOI
TOTAL
YES 12 15 15 14 56
NO 01 00 00 01 02
96.5% of the schools had in place School Instructional Material Selection Committees,
10. Procurement of goods and services
Procurement of goods and services for the school by the procurement committees in the schools
was judged as good
Procurement assisted
the school procure
goods and services
TAVETA MWATATE TAITA VOI TOTAL
Unsatisfied 1 0 0 0 1
Satisfied 0 5 3 3 11
Good 9 6 8 6 29
Very Good 3 4 4 6 17
46
Internal Quality Assurance
11. Making up for lost Time
Making up for lost
Time
TAVET
A
MWATAT
E
TAITA
VOI
TOTAL
1. Extra Lesson 05 04 02 06
2. Time of non-Exams 04 07 01 07
3. Before morning classes 09 13 06 10
4. Lunch Time 03 05 06 03
5. Evening after classes 10 10 12 06
Qualification of Teachers
i) Male
GRADE
TAVETA
MWATATE
TAITA
VOI
TOTAL
UT 02 00 09 13 24
P1 49 27 33 40 149
DIP 11 15 22 38 82
B.ED 09 03 02 01 15
M.ED 00 00 00 00 00
PH.D 00 00 00 00 00
Others 10 18 15 08 51
Only 4.7% of the male teachers had postgraduate qualifications and 46% had P1 Certificates.
47
ii) Female
GRADE
TAVETA
MWATATE
TAITA
VOI
TOTAL
UT 01 00 01 08 10
P1 63 52 26 48 189
DIP 10 27 35 13 85
B.ED 04 06 01 10 21
M.ED 00 00 00 00 00
PH.D 00 00 00 01 01
Others 07 16 06 05 34
6.5% of the female teachers compared to 5% of the male teachers had postgraduate qualifications
56% of the female teachers had P1 certificates.
The study showed that untrained teachers were teaching in schools and they made 4.95% of the
total number of teachers.
SMCs should be encouraged to engage trained teachers whenever they are obliged to do so in
order to assure quality.
48
Who allocates Subjects to teachers?
The most common mode of allocating subjects to teachers was through staff meetings where
teachers proposed areas of their interest for discussion and adoption.
When Subject allocation is done
When Subject allocation
is done
TAVETA
MWATATE
TAITA
VOI
TOTAL
1.End of year 03 03 02 03 11
2.Before the yr begins 01 07 01 08 17
3.1st week of January 09 05 12 04 30
Subject allocation to teachers is done on the 1st week of January in 51.7% of the school. As such,
instruction time is reduced because teachers will sit in a meeting allocating themselves teaching
subjects. Putting changes in the block timetable takes more time and may give room for teachers
not to attend lessons
Testing policy
Whether Testing policy
is in place
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 13 14 15 15 57
No 00 01 00 00 01
Testing Policy adherence by teachers
Whether TP is adhered
to by teachers
TAVET
A
MWATAT
E
TAITA
VOI
TOTAL
Yes 13 14 15 15 57
No 00 01 00 00 01
Person(s) who allocates subject
to teachers
TAVETA
MWATATE
TAITA
VOI
TOTAL
1.by the H/T thru’ writing 00 01 00 00 01
2.Trs.propose areas of interest 13 14 15 15 57
49
Targets setting
KCPE Subjects targets
TAVET
A
MWATAT
E
TAITA
VOI
TOTAL
Yes 13 15 15 15 58
No 00 00 00 00 00
School rules
Availability of school rules
Availability of school rules
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 13 13 15 15 56
No 00 02 00 00 02
96.5% of the schools have school rules and regulations
Whether Rules have corresponding consequences
Corresponding Consequences
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 13 11 15 13 52
No 00 04 00 02 06
89.6% of the schools had formulated both rules and corresponding consequences.
Display of school rules
Display of school rules
and regulations
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 9 6 13 12 40
No 4 9 02 03 18
50
Discipline problems prevalent in your school listed down in order of most to least prevalent
Discipline problems
TAVETA
MWATATE
TAITA
VOI
TOTAL
1.Absenteeism 9 7 10 3 29
2. Drug Abuse 5 3 1 4 13
3. Truancy 10 7 9 6 32
4. lateness 2 8 4 3 17
5. Immorality 0 4 6 5 15
Total 26 29 30 21 106
Pastoral programmes
Availability of Pastoral Programmes
Availability of PPs
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 11 14 14 13 52
No 02 1 01 02 06
Pastoral Programmes were lacking in 10.4% of the schools
programmes
Availability of Guidance
and counseling
TAVETA
MWATATE
TAITA
VOI
TOTAL
Yes 12 14 14 14 54
No 01 01 01 01 04
In 6.9% of the schools did not have guidance and counseling in place.
Mode of guidance and counseling are used in the school
Guidance and Counseling mode Responses – x/58 %
Individual counseling 42 72.4
Group Counseling 36 62.1
Peer Counseling 09 15.5
Mentorship counseling 10 17.2
Any other 02 3.45
51
Pupils’ Responses
The Taskforce sought to get views from pupils on what issues, in their view, affected their
academic performance in National examination. Two pupils of both genders, preferably one
being a member of pupils’ governance, making a total of 115 pupils, were interviewed per a
sampled school in different aspects and the following were the findings.
1 Age of pupils interviewed
The pupil leaders interviewed were those in class 4 - 7 as the predecessors had already done
KCPE at the date of data collection.
From the table below, the following was observed;
Over 13% of the total KCPE candidates in the County were over primary school going-age.
Age of pupils
interviewed
6-10
years
11-14
years
15-18
years Over 18 years Total
Number of pupils
interviewed 1 99 15 0 115
52
2. Pupils’ Respondent by Gender
Sub-County Male Female Total
Taveta 14 12 26
Mwatate 15 15 30
Taita 15 15 30
Voi 16 13 29
Total 60 55 115
There was equal participation by gender
However, slightly more boys than girls participated in giving their views on causes of poor
4academic performance in their schools.
Percentage of pupils who responded
Sub-county Male female Total
Total number of pupil
respondents
60 55 115
53
3 Classes of pupils interviewed
Number of pupils
interviewed
std four std five std six std seven
Total
Taveta 1 2 8 15 26
Mwatate 0 0 2 28 30
Taita 0 0 2 28 30
Voi 0 2 1 26 29
Total 1 4 13 97 115
Number of pupils
interviewed
std four std five std six std seven
Total
Total 1 4 13 97 115
54
4. Condition of School Toilets
Asked to comment on the condition of toilets in their school, pupils’ 84.3% of the respondents
were of the opinion that toilets were kept clean and therefore Child friendly.
However, 6% and 7.8% observed that toilets were dirty or had no doors and hence not user
friendly.
A 2% of the pupils used the bush to answer a call of nature.
Condition of toilets Taveta Mwatate Taita Voi Total
Clean 18 30 27 22 97
Dirty 5 0 0 2 7
Has no doors 3 0 2 4 9
sometimes go to the
bush
2 0 1 1 2
55
5 School feeding programme
It was observed that 57.4% of the schools did not have a lunch program in placed while the
remaining 42.6% had.
Taita Sub-C0unty had the least with a lunch program followed by Voi while Mwatate Sub-
County had most schools with a lunch program as shown below in Table-And Figure-.
Sub-county Yes No Total
Taveta 20 6 26
Mwatate 18 12 30
Taita 2 28 30
Voi 9 20 29
Total 49 66 115
56
6. Source of pupils' lunch
On enquiry of where pupils sourced their lunch;
Only 27% of the pupils benefitted from a lunch feeding program in the County.
29% of the pupils carried packed lunch or had food brought from home for them.
27% of the pupils went home for lunch while 9% ate from kiosks and hotels.
5% did not specify as to where they sourced their lunch.
Source of lunch for pupils Taveta Mwatate Taita Voi Total
Kiosk 0 2 0 0 2
Hotel 3 0 1 4 8
Food is brought from home 6 4 7 14 33
I go without lunch 1 0 2 0 3
Feeding Program at school 9 16 0 6 30
I go home for lunch 2 8 19 5 31
Unspecified 5 0 1 0 6
Total 26 30 30 29 115
57
County percentages on Sources of lunch for pupils
Options Sources of lunch for pupils
Kiosk 2
Hotel 8
Food is brought from home 33
I go without lunch 3
Feeding Program at school 30
I go home for lunch 31
Unspecified 6
Total 115
58
County percentages on Sources of lunch for pupils
7. Distance from school
The Taskforce wanted to establish whether commuting distance to school affected their overall
performance. The following was observed;
35.6% of the pupils walked less than a kilometer to school; 34.8% of the pupils walked between
1 and 2 kilometers; 15.6% of the students walked between 3-4 kilometers to reach school while
12.2% of the pupils walked over 4kms to school and only 1.7% were boarders as shown below in
Table.- and Figure-
Distance to and from school Taveta Mwatate Taita Voi Total
below 1km 10 13 11 7 41
1-2 kms 9 10 11 10 40
3-4kms 5 3 4 6 18
more than 4 kms 2 3 4 5 14
Boarders 0 1 0 1 2
Total 26 30 30 29 115
59
More pupils in Mwatate Sub-County walked less than a kilometer yet there were more schools
with lunch programs in place.
Taita Sub-County, where no school had a feeding program, had some pupils who walked more
than 4 kilometers to school.
8. Source of lighting at home
Source of light for reading at home No. of Pupils
Candle 1
Lantern 60
Tin lamp (koroboi) 21
Pressure lamp 3
Electricity 23
Solar 7
Total 115
Source of lighting at home Taveta Mwatate Taita Voi Total
Candle 1 0 0 0 1
Lantern 10 17 18 15 60
Tin lamp (koroboi) 7 4 5 5 21
Pressure lamp 1 0 0 2 3
Electricity 5 7 6 5 23
Solar 2 2 1 2 7
Total 26 30 30 29 115
60
It was observed that the main source of lighting in most homes in the County is lantern lamp at
52% .Electricity was next at 20%, closely followed by Tin lamps at a close 18%. Other sources
of lighting though not significantly used were solar, pressure lamp and candles.
9. Effects of Work given to Pupils at home on completion of carry-home work
Does the work given by your parents at school stop you
from your homework?
Taveta Mwatate Taita Voi Total
Sometimes 12 3 9 11 35
always 1 0 0 1 2
not at all 12 27 21 17 77
Others 1 0 0 0 1
Total 26 30 30 29 115
Observation made on the data showed that most parents did not give much work to children at
home and children were able, to a large extend complete their carry-home work. However, there
were cases where, work given by parents at home affected completion of carry-home work by
children. Only on rear occasion did it affect completion of carry-home work.
61
A closer look at the Sub-County level; Parents in Mwatate gave less work to children at home
and therefore, children were able to complete their carry-home work. Mwatate was followed
closely by Taita while Taveta was the worst in this aspect.
The following is a summary for the County on the aspect of work given at home with respect to
its effect on completion of carry-home work.
Does the work given by your parents at school stop you from your homework? Total
Sometimes 35
always 2
not at all 77
Others 1
Total 115
62
What the Taskforce was not able to establish was whether children were either given adequate
carry-home work or not at all.
10. Language of communication while at play
The Taskforce wanted to establish what language the pupils used while at play. The assumption
was that if pupils were articulate in a language, they will naturally use it where at play away
from the teacher’s earshot.
The following was the observation made at the Sub-County level;
Language used by respondents while
playing
Taveta Mwatate Taita Voi Total
English 16 19 21 22 78
Kiswahili 8 8 3 7 26
Mother tongue 2 3 6 0 11
Total 26 30 30 29 115
English language was the most commonly used followed by Kiswahili while a few used their
mother tongue.
A summary of the County in respect language used by pupils during play is as shown in the
figure below;
63
The above was indicative of the fact that many schools had a language policy in place and
emphasis was laid on use of English which is the medium of curriculum instruction.
11. Curriculum Delivery
In an attempt to establish the level of curriculum delivery in primary schools from the pupils, the
taskforce sought to use muffled questions like; which was a pupil’s favourite subjects, the best
and the worsed performed in a decending order and reasons for the same. The following was
observed;
Pupils’ Favourite Subjects
Pupils’ Favourite Subject Taveta Mwatate Taita Voi Total
English 4 12 9 7 32
Science 12 6 10 8 26
Mathematics 6 6 7 4 23
Kiswahili 1 4 2 8 15
S.S / C.R.E 3 2 2 2 9
64
Pupils’ Best Performed Subject
Best Performed Subject Taveta Mwatate Taita Voi Total
Science 10 7 14 8 39
Kiswahili 10 10 11 7 38
English 4 8 2 10 24
Mathematics 2 3 2 3 10
S.S / C.R.E 0 2 1 1 4
Pupils’ Worst Performed Subject
Worst Performed Subject Taveta Mwatate Taita Voi Total
Mathematics 14 19 17 18 68
S.S / C.R.E 5 6 8 6 25
English 6 1 4 4 15
Kiswahili 1 3 1 0 5
Science 0 1 0 1 2
Asked why a certain subject was their favorite, the pupils’ responses were as follows;
Reasons for a Favorite subject Taveta Mwatate Taita Voi Total
It forms part of my future career 14 17 22 12 64
The subject teacher teaches well 10 7 8 14 39
I like the subject teacher 1 1 0 3 5
Subject is simple to understand 0 4 0 0 4
Subject is favorite to most of my friends 1 0 0 0 1
65
CHAPTER 5
5.0 RECOMMENDATIONS
5.1 SHORT TERM RECOMMENDATIONS
1. January: Awareness creation at sub-county level and specify the findings to each sub-
county so that each sub-county can look at itself through this mirror
2. There was a challenge of record keeping and the task force recommends that after the
release of KNEC KCPE results every school should carry out the analysis of its results inclusive
of X / AB =absent, Y= irregularity, like cheating, Z =failed to do one or more sujects W
=withheld as per the KNEC Broadsheet.
3 Short term: Certain schools have very dangerous terrain in the compounds, pitches /fields
5.2 RECOMMENDATIONS PER EVERY QUESTIONNAIRE
5.2.1 RECOMMENDATIONS FOR HEAD TEACHERS
1. Only 10% female head teachers versus 90% male head teachers in the county.
Recommendation for further research: Do ladies refuse really? Is it attachment to families? Is ist
just a hypothesis?
2. Land no title deeds Infrastructure School Infrastructure Improvement Grant (SIIG)
3. ECDE Not free Teaching Foundation EFA / FPE 6 years must be admitted education ACT
Every Primary school must have an ECDE and the head teacher should be in charge
ECDEs should be well equipped,
All feeder primary schools should be attached to the attached to the nearest primary
schools
Talented and gifted should be allowed to move on/acceleration
66
4. Special schools: Those children in units/ integrated in schools are meant for mild cases.
Moderate, severe /profound cases with house fathers and house mothers
Need for every school to have teachers trained on SNE
Need for a school/ disability centre
Need for all primary schools to be disability friendly
5 Establish more public boarding primary schools in each sub-county
6. Community support in the school feeding programme: Since 2003 FPE inception /paying the
cook school chairmen/ learn from others. All stakeholders should join hands to create awareness
7. Urgent need for institution(s) of higher learning Diploma, undergraduate Bachelor of
education, Master of education, Postgraduate Diploma in Education.
5.2.2 RECOMMENDATIONS FOR THE DEPUTY HEAD TEACHERS
1. The deputy head teacher’s abdication of responsibility delegate but supervises and get to be
more vigilant
2. Record keeping not up to date
3. UT teachers should not be allowed at any level of teaching right from ECDE to
SECONDARY IN TAITA TAVETA COUNTY. No untrained teacher should be engaged to
teach a subject that he/ she is not trained professionally in.
67
5.2.3. RECOMMENDATIONS FOR THE PUPILS QUESTIONNAIRE
1. More boys than girls in primary but not in secondary: Do girls get married, teenage
pregnancies?
2. Train teachers in all areas of disabilities. Primary schools are expected to be all inclusive
and cater for all/ even those with special needs. Village nursery school teachers should take that
opportunity to upgrade their training.
5.3 RECOMMENDATIONS FOR FURHER RESEARCH
1. The transition rate of boys to secondary schools is lower than that of girls yet there are more
boys than girls in Primary schools
2. The poor performance of Mathematics, Science, and languages in secondary schools yet well
performed at primary level in the county
3. The poor performance of social studies at primary level though well performed in secondary
4. An audit of the length of duration employment per teacher in relation to the teacher’s upward
mobility in terms of i) Reasons for stagnation at lower Job groups
ii) Administrative positions
iii) Low interest rate or bursaries /Financial support for teachers to advance
in education
5. Setting up of i) teachers’ houses through private public partnerships
ii) More boy and girls public and private boarding schools
68
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Kasomo, D (2006) Research Methods In Humanities and Education Egerton University Press,
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The Policy Framework for Education on Aligning Education and Training to the Constitution of
69
Republic of Kenya, (2002) Children’s Act, Government Printer, Nairobi
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supported by UNICEF, Nairobi
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Taita Taveta District Development Plan (2002-2008) (Republic of Kenya, 2002b
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Assessment Report Nairobi: Kenya
www.knec.co.ke
TAITA TAVETA COUNTY
DECEMBER 2013
CAUSES AND REMEDIES TO THE DECLINING STANDARDS OF EDUCATION IN
TAITA TAVETA COUNTY
BY THE PRIMARY SCHOOL TASKFORCE
